Use of chatgpt for Еnglish learning and development of language skills of non-philology students: opportunities and prospects

Abstract

The article explores the potential of using artificial intelligence tools, particularly ChatGPT, in the process of teaching English to students of non-philological specialities. It outlines key distinctions between language instruction for philology students and that for students of other disciplines, including limited classroom hours, a predominant focus on domain-specific terminology, insufficient motivation to learn the language, and varying levels of language proficiency. In this context, ChatGPT is regarded as an innovative digital assistant that can support the development of essential language skills-listening, reading, writing, and speaking-within a personalized and adaptive learning environment. The article presents examples of using ChatGPT to generate specialized lexical and grammatical exercises, foster academic writing, improve reading comprehension of professional texts, and prepare oral presentations. The pedagogical advantages of ChatGPT are highlighted, including flexible access, content personalization, continuous language practice, instant feedback, and a reduced fear of making mistakes in communication. At the same time, certain limitations are addressed, such as the lack of emotional interaction, challenges in interpreting context, and insufficient recognition of cultural nuances. The study concludes that ChatGPT should be viewed not as a replacement for traditional instruction but as a powerful complement to it. Integrating this tool into the educational process enhances learner motivation, promotes autonomy, and contributes to the development of sustainable communicative competencies in the context of digital transformation in higher education.